The article is devoted to the problem, approaches, and features of usage of augmented reality applications in Japanese language learning for future language teachers. We analyzed the usage of augmented reality for supporting and organizing Japanese language learning for future Japanese language teachers and identification of the main approaches to the usage of augmented reality in Japanese language learning. It is concluded that augmented reality tools provide a new paradigm of teaching materials, which has a positive impact on the formation of basic and professional competencies of future Japanese language teachers; it can be effective when used in blended learning that combines distance, online, traditional, and self-directed learning of Oriental languages. Prospects for further research is the creation of guidelines for the usage of augmented reality tools for teaching Oriental languages at different levels of the training of future Oriental languages teachers.
The article addresses the choice of pedagogical strategies for application of immersive technologies in foreign language teaching and learning, using the Japanese language as an example. The authors defined and substantiated the main pedagogical strategies using immersive technologies: inquiry-based approach, project-based learning, mixed learning, flipped learning, mobile learning, game learning, joint learning, and independent learning. A study was conducted on the aspects of application of immersive technologies by 3rd year students of the Education and Research Institute of Philology of the Taras Shevchenko National University of Kyiv during their educational projects. The students’ attitude to pedagogical strategies using augmented and virtual reality was analyzed. It has been determined that it is difficult for students to apply these technologies, because they do not have enough experience of using them in language learning. Nevertheless, these tools significantly help them in the formation and development of research skills, digital competence, expand their ability to use information and communication technologies in learning Japanese. In our further research, we plan to actively implement augmented and virtual reality in the teaching of the Japanese language to students using basic pedagogical strategies, especially through the inquiry-based approach and project-based learning, combined with other applicable pedagogical strategies - such as blended learning, flipped learning, mobile learning, game-based learning, collaborative learning and self-directed learning.
2. Єременко Т. Є., Трубіцина О. М., Лук'янченко І. О., Юмрукуз А. А. Навчання читання англійською мовою студентів мовних факультетів. Навчальний посібн ик з курсу методики викладання іноземних мов у закладах вищої освіти. Одеса, 2018. 201 с.3. Зозуля І. Є. Навчання читання іноземних студентів україномовних текстів (початковий етап).
The research applies the relationship strategies and the image repair strategies frameworks to study and compare celebrities and microcelebrities’ communicative activity on social media during the lockdown in the USA and the UK in spring, 2020. For celebrities, the sample collected on social media in March – April, 2020, reveals qualitative changes: in the quarantine, first-rank celebrities attempted to reduce the assumed gap between themselves and their fans by using the strategies typically associated with microcelebrities, namely openness, positivity, task sharing, and assurance. If applied inappropriately, these strategies damaged the celebrities’ image and the famous chose either to take corrective actions or to ignore the communication failure. The microcelebrities’ messages during the lockdown did not show any qualitative shift: they held on to their typical openness, assurance and task sharing relationship maintenance strategies. Yet, the posts, where some microcelebrities, pursuing the openness strategy, sincerely reported their neglect of the quarantine restrictions, were more destructive to their image than similar posts from celebrities. The negative feedback affected microcelebrities communication on social media quantitatively and qualitatively: the number of messages dropped and the bloggers employed an extensive set of strategies to repair their image. Received: 3 June 2021 / Accepted: 26 July 2021 / Published: 5 September 2021
This study explores the peculiar features of the conceptual worldview of Ukrainian writers active during the Renaissance (late 15th-16th centuries). Its ultimate goal resides in analyzing the most common interpretations of the concepts of history, state, freedom, ruler, and war by authors working on the territory of Ukraine during the Renaissance period and defining the conceptual ideas represented by these concepts. The relevance of this research is explained by the fact that the Renaissance authors appeal to the concepts significant for any epoch. The specifics of the interpretation of history and its representation in the artistic perceptions of the authors of this period are based on an authentic tradition, the European Renaissance trends, and the revival of ancient heritage. In general, the study is grounded on the semantic-cognitive analysis of the works of Renaissance representatives working on the that-time territory of Ukraine (Adam Chagrovsky, Mikolaj Hussowski, Martin Pashkovsky, Sebastian Klonowic, Szymon Pekala, Maciej Stryjkowski, and Stanislaw Orikhovsky). The conceptual fields of each concept selected for analysis were developed in accordance with the individuality of the notions by which Renaissance authors described them. In sum, this paper argues that the worldview of Ukrainian Renaissance litterateurs is characterized by the awareness of the sociopolitical and cultural-literary need to write about history, its role, and place in the context of world processes. No less critical here is their understanding of the mission of personality in history and the analysis of the activities of historical figures and the reality of that time. Thus, the work of Renaissance authors is predominantly characterized by an expressive anthropocentric, humanistic, and patriotic direction. The practical significance of this research lies in the possibility of applying the semantic-cognitive approach to the analysis of leading concepts in Renaissance creativity.
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